AN EVALUATION OF PARENT-IMPLEMENTED INTERVENTION MEASURES FOR SPEECH AND LANGUAGE DELAY AMONG 3-5 YEARS OLD IN NAIROBI CITY COUNTY, KENYA

Francine Asamba, Mathew Karia

Abstract


The study aimed to evaluate home factors for intervention of speech and language delay among children aged 3-5 years in Kawangware, Nairobi City County, Kenya. The study was guided by the theory of human development presented in Bronfenbrenner's Bio Ecological Model. A descriptive research design was adopted in the study. The focus of the study was on 30 children between ages 3-5 who are speech and language delayed and their parents from Riruta Holy Ghost Mission Special School and Dagoretti Muslim primary school. The study employed a purposive sampling technique. A pilot study was carried out at Kawangware Primary School to determine the reliability and validity of research instruments. The information was collected by interviewing parents. The data collected was analyzed using both quantitative and qualitative methodologies. The analysis revealed varying levels of parental awareness regarding speech and language delay. While some parents recognized signs such as articulation problems and difficulty following directions, others demonstrated uncertainty or limited understanding. A significant proportion of parents (71.4%) had heard of speech therapy, indicating a moderate level of awareness. However, awareness of local services offering speech and language therapy was relatively low, with only 42.9% of parents being aware of such services. Multivariate analysis of the study revealed significant associations between parental knowledge, intervention measures, and speech development outcomes among children with speech and language delay in Kawangware, Nairobi City County. It was concluded that parent-implemented speech and language intervention measures play a crucial role in improving communication skills among children with speech and language delays. Therefore, it is recommended that future intervention efforts in the study area prioritize parental training and support to enhance the effectiveness of speech and language interventions. Additionally, collaboration between professionals and parents should be encouraged to ensure comprehensive and holistic support for children with speech and language delays in Kawangware, Nairobi City County. Administrators should collaborate with healthcare providers and community organizations to provide outreach programs and educational workshops for parents.

 

Article visualizations:

Hit counter


Keywords


3-5 years old children, home factors, parent-implemented intervention, speech and language delay

Full Text:

PDF

References


Ayes, L. (2019). Factors influencing parental awareness of speech and language delays. Journal of Child Language and Communication Disorders, 42(2), 87-94.

Beitchman J. H., Wilson B., Johnson C. J., Atkinson L., Young A., Adlaf E., et al. (2001). Fourteen-year follow-up of speech⁄language-impaired and control children: psychiatric outcome. J Am Acad Child Adolesc Psychiatry, 40:75-82. https://doi.org/10.1097/00004583-200101000-00019

Bernier, A., Carlson, S. M., Deschênes, M., & Matte‐ Gagné, C. (2012). Social factors in the development of early executive functioning: a closer look at the caregiving environment. Developmental Science, 15(1), 12-24. https://doi.org/10.1111/j.1467-7687.2011.01093.x

Bronfenbrenner, U. (1986). Ecology of the family as a context for human development: Research perspectives. Developmental psychology, 22(6), 723. Retrieved from https://rinaldipsych.synthasite.com/resources/Bronfenbrenner.pdf

Bronfenbrenner, U., & Ceci, S. J. (1994). Nature-nurture re-conceptualized in developmental perspective: A bioecological model. Psychological review, 101(4), 568. Retrieved from https://doi.org/10.1037/0033-295x.101.4.568

Bronfenbrenner, U., & Morris, P. A. (2006). The bio-ecological model of human development. The bio-ecological model of human development. In R. M. Lerner W. Damon (Eds.), Handbook of child psychology: Vol. 1. Theoretical models of human development (6th ed., pp. 793-828). Wiley. Retrieved from https://www.amazon.com/Handbook-Child-Psychology-Vol-Theoretical/dp/0471272884

Dunst, C. J. (2000). Revisiting rethinking early intervention. Topics in early childhood special education, 20(2), 95-104. Retrieved from https://journals.sagepub.com/doi/abs/10.1177/027112140002000205

Evans, G.W., Eckenrode, J., & Marcynyszyn, L. A. (2010). Chaos and the macro setting: The role of poverty and socioeconomic status. In G.W. Evans & T.D. Wachs (Eds.). Chaos and its influence on children's development: An ecological perspective (pp. 225-238). Washington, DC: American Psychological Association. Retrieved from https://www.jstor.org/stable/j.ctv1chs0mk

Kenya National Survey for Persons with Disabilities, (KNSPD, 2008) Retrieved March 13th, 2023 from https://ncpd.go.ke/wp-content/

Kiogora, N. (2021). Children with speech and language disorders. International Academic Journal of Arts and Humanities, 1(2), 360-376.

Kurtipek G., Özmert E. N. (2018). Speech delay in toddlers: Are they only 'late talkers'? Turk J Pediatr; 60:165–72. https://doi.org/10.24953/turkjped.20 18.02.008.

Langbecker, D., Snoswell, C. L., Smith, A. C., Verboom, J. & Caffery, L. J. (2020). Long-term effects of childhood speech and language disorders: A scoping review, South African Journal of Childhood Education 10(1). Retrieved from https://files.eric.ed.gov/fulltext/EJ1271885.pdf

Law J., Rush R., Schoon I., Parsons S. (2009). Modeling developmental language difficulties from school entry into adulthood: Literacy mental health and employment outcomes. J Speech Lang Hear Res, 52:1401 16. https://doi.org/10.1044/1092-4388(2009/08-0142)

Law, J., Levickis, P., Mckean, C., Goldfeld, S., Snow, P. & Reilly, S. (2017). Child language in a public health context: Synthesizing research evidence to inform policy, Murdoch Children’s Research Institute, Melbourne. Retrieved from http://dx.doi.org/10.13140/RG.2.2.25813.63206

Lehrl, S., Ebert, S., Roßbach, H. G. & Weinert, S. (2012). Effects of the home learning environment on children’s emerging literacy, Zeitschrift für Familienforschung 24(2):115-133. Retrieved from https://www.researchgate.net/publication/286111932_Effects_of_the_home_learning_environment_on_children's_emerging_literacy

Lin, X. & Wang, F. Speech-Language Pathology. Zhejiang Gongs Hang University Press, Hangzhou, 2013

Madison, Kenji R. (2016). The Moderating Role of the Home Environment and Parenting Beliefs on The Early Achievement Outcomes of Children with Difficult Temperaments. Public Access Theses and Dissertations from the College of Education and Human Sciences. 258. Retrieved from https://digitalcommons.unl.edu/cehsdiss/258/

Maggi, S., Irwin, L.J., Siddiqi, A. & Hertzman, C. (2010). The social determinants of early child development: An overview, Journal of Paediatrics and Child Health 46(11):627-35. https://doi.org/10.1111/j.1440-1754.2010.01817.x

Moeller, M. P., Carr, G., Seaver, L., Stredler-Brown, A., & Holzinger, D. (2013). Best practices in family-centered early intervention for children who are deaf or hard of hearing: An international consensus statement. Journal of Deaf Studies and Deaf Education, 18(4), 429-445. https://doi.org/10.1093/deafed/ent034

Morgans A. et al. (2017). Who to refer for speech therapy at 4 years of age versus who to watch and wait? J Pediatric; 185:200. https://doi.org/10.1016/j.jpeds.2017.02.059

NICHD Early Child Care Research Network. (2002). Child-care structure→process→outcome: Direct and indirect effects of child-care quality on young children's development. Psychological Science, 13(3), 199–206. https://doi.org/10.1111/1467-9280.00438

NIDCD. (2022). Developmental Language Disorder. October 2022. Retrieved April 10, 2023 from https://www.nidcd.nih.gov/health/developmental-language-disorder.

Obure, S. K. (2017). Caregivers Involvement for Effective Early Intervention for Children with Speech and Language Disorders, Thesis for Master’s Degree of Education (Speech and Language Pathology). Kenyatta University. Retrieved from http://dx.doi.org/10.5463/dcid.v24i4.258

Orodho, A. J. (2012). Techniques of writing research proposals and reports in education and social sciences. Nairobi: Kanezahp Enterprises. Retrieved from https://opac.mku.ac.ke/cgi-bin/koha/opac-detail.pl?biblionumber=5766&shelfbrowse_itemnumber=12930

Ramey, C. T.; Ramey, S. L. (2004). Early Learning and School Readiness: Can Early Intervention Make a Difference? Merrill-Palmer Q., 50, 471–491. Retrieved from https://www.jstor.org/stable/23096218

Robert, J. (2011). Parental awareness of speech and language delays. Journal of Speech-Language Pathology and Applied Behavior Analysis, 5(3), 53-61.

Rosenbaum, P. (2016). Family-centered services: A conceptual framework and research review. Physical & Occupational Therapy in Pediatrics, 36(1), 69-79. Retrieved from http://dx.doi.org/10.1080/J006v18n01_01

Shonkoff, J. P. & Phillips, D. A. (2000). From neurons to neighborhoods: The science of early childhood development (Washington, D.C., National Press). https://doi.org/10.17226/9824

T. Gunther, S. Hautvast (2010). Addition of contingency management to increase home practice in young children with a speech sound disorder, International Journal of Language & Communication Disorders, 45(3). https://doi.org/10.1080/13682820903026762

Taherdoost, H. (2016). Validity and Reliability of Research Instruments; How to Test the Validation of Questionnaire/ Survey in a Research. Research Methodology; Method, Design & Tools: Electronic Journal (3): 28-36. https://dx.doi.org/10.2139/ssrn.3205040

Tamis-LeMonda C. T., Luo R., McFadden K. E., Bandel E. T. & Vallotton C. (2019). The early home learning environment predicts children's 5th-grade academic skills, Applied Developmental Science, 23. Retrieved from https://www.tandfonline.com/doi/abs/10.1080/10888691.2017.1345634

Tomasello, M. (2006). Acquiring linguistic constructions, in: D. Kuhn, R. S. Siegler (Eds) Handbook of child psychology (vol. 7) (Hoboken, NJ, John Wiley & Sons), 255–298. Retrieved from https://www.wiley.com/en-us/Handbook+of+Child+Psychology+and+Developmental+Science%2C+4+Volumes%2C+Set%2C+7th+Edition-p-9781118136850

United Nations Children’s’ Fund (July 2022). The State of the World’s Children. New York; UNICEF. Retrieved from https://www.unicef.org/reports/state-of-worlds-children

Vernon-Feagans, L., Garrett-Peters, P., Willoughby, M., Mills-Koonce, R., & Family Life Project Key Investigators. (2012). Chaos, poverty, and parenting: Predictors of early language development. Early Childhood Research Quarterly, 27(3), 339-351. Retrieved from https://doi.org/10.1016/j.ecresq.2011.11.001

Wang, M. V., Aarø, L. E. & Ystrom, E. Language delay and externalizing problems in preschool age: A prospective cohort study. J. Abnorm. Child Psychol 46(5). Retrieved from https://doi.org/10.1007/s10802-017-0391-5

Wylie, K., McAllister, L., Marshall, J., Wickenden, M., & Davidson, B. (2012). Overview of issues and needs for new speech-language pathology university programs in developing countries. Paper presented at the 4th East African Conference on Communication Disability, Kampala, Uganda.




DOI: http://dx.doi.org/10.46827/ejse.v11i1.5882

Copyright © 2015 - 2026. European Journal of Special Education Research (ISSN 2501 - 2428) is a registered trademark of Open Access Publishing Group. All rights reserved.

This journal is a serial publication uniquely identified by an International Standard Serial Number (ISSN) serial number certificate issued by Romanian National Library (Biblioteca Nationala a Romaniei). All the research works are uniquely identified by a CrossRef DOI digital object identifier supplied by indexing and repository platforms.

All the research works published on this journal are meeting the Open Access Publishing requirements and can be freely accessed, shared, modified, distributed and used in educational, commercial and non-commercial purposes under a Creative Commons Attribution 4.0 International License (CC BY 4.0).